Image de couverture de livre

Parent‐led vs. AI ‐guided dialogic reading: Evidence from a randomized controlled trial in children's e‐book context

Fuente: Wiley Open Access

Enregistré dans:

Détails bibliographiques
Auteurs principaux:	Feiwen Xiao, Ellen Wenting Zou, Jiaju Lin, Zhaohui Li, Dandan Yang
Format:	Artículo Open Access
Publié:	Wiley 2025
Sujets:	British Journal of Educational Technology
Accès en ligne:	Acceder al recurso
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Documents similaires

Evaluating the use of BERT and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy
par: Deliang Wang, et autres
Publié: (2025)

Children's Conceptions of AI , Ethics and Intelligence in China: Evidence from Drawing and Ranking Activities
par: Ziyan Lin, et autres
Publié: (2025)

Picture book reading improves children's learning understanding
par: Zhenlin Wang, et autres
Publié: (2024)

The impact of generative AI on academic integrity of authentic assessments within a higher education context
par: Alexander K. Kofinas, et autres
Publié: (2025)

Developing students' creative problem‐solving strategies in the context of blended sports education
par: Yen‐Nan Lin, et autres
Publié: (2024)

Unveiling cognitive processes in digital reading through behavioural cues: A hybrid intelligence ( HI ) approach
par: Yoon Lee, et autres
Publié: (2025)

Scenario‐Based AI Literacy Scale ( SAILS ): Evidence for distinct instrumental and critical‐reflective AI skills and their difference from traditional digital skills
par: Christian Scheibenzuber, et autres
Publié: (2026)

Collaborative co‐design in action: Reimagining teacher professional development for crisis‐affected contexts
par: Eileen Kennedy, et autres
Publié: (2026)

Collaborative Cell Groups: Bridging separation in the Community of Inquiry in a context of Internationalization at a Distance
par: Yun Yue, et autres
Publié: (2025)

The role of generative AI in collaborative problem‐solving of authentic challenges
par: Nancy Law, et autres
Publié: (2025)

Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques
par: Filip Moons, et autres
Publié: (2024)

Design and validation of a conceptual model for children's continuance intention to use video apps
par: Yumeng Zhu, et autres
Publié: (2025)

Fostering deliberation and action in context: An analysis of implementation research among healthcare professionals in LMICs from a post‐digital perspective
par: Koula Charitonos, et autres
Publié: (2026)

The impact of GenAI ‐enabled coding hints on students' programming performance and cognitive load in an SRL ‐based Python course
par: Anna Y. Q. Huang, et autres
Publié: (2025)

Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning
par: Lixiang Yan, et autres
Publié: (2024)

Robot NAO integrated lesson vs. traditional lesson: Measuring learning outcomes on the topic of “societal change” and the mediating effect of students' attitudes
par: Violeta Rosanda, et autres
Publié: (2024)

The impact of an academic counselling learning analytics tool: Evidence from 3 years of use
par: Valeria Henríquez, et autres
Publié: (2024)

AI ‐mediated sensemaking in higher education students’ learning processes: Tensions, sensemaking practices, and AI ‐assigned purposes
par: Anni Silvola, et autres
Publié: (2025)

A systematic review of generative AI in education: Empirical insights from a human– AI interaction perspective
par: Zhiping Liang, et autres
Publié: (2026)

Evidence‐based learning analytics: Reusing and reapplying successful methods and techniques in real learning settings
par: Cristian Cechinel, et autres
Publié: (2024)

The impact of augmented reality technology on students' innovation ability: Evidence from a meta‐analysis
par: Yubiao Wang, et autres
Publié: (2025)

Vulnerable student digital well‐being in AI ‐powered educational decision support systems ( AI ‐ EDSS ) in higher education
par: Paul Prinsloo, et autres
Publié: (2024)

AI and English language teaching: Affordances and challenges
par: Helen Crompton, et autres
Publié: (2024)

Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system
par: Markus Wolfgang Hermann Spitzer, et autres
Publié: (2024)

Agency in learning and self‐directed learning with generative AI
par: Natasha Anne Rappa, et autres
Publié: (2026)

Supporting learner agency in collaborative writing with generative AI
par: Sujin Kim, et autres
Publié: (2025)

Do help options facilitate computer‐based L2 listening comprehension? Evidence from an activity theory perspective
par: Rui Li
Publié: (2024)

AI ‐powered vocabulary learning for lower primary school students
par: Yun Wen, et autres
Publié: (2024)

Learner agency in revising GenAI ‐generated statements of purpose
par: Yuanlan Jiang, et autres
Publié: (2026)

Agency as a system property in human— AI interaction in education
par: Mutlu Cukurova
Publié: (2026)

Metacognition meets AI : Empowering reflective writing with large language models
par: Seyed Parsa Neshaei, et autres
Publié: (2025)

Ink and algorithm: Exploring temporal dynamics in generative AI ‐assisted writing
par: Kaixun Yang, et autres
Publié: (2025)

BJET editorial 2026: The changing landscape of EdTech and AI scholarship
par: Cathy Lewin, et autres
Publié: (2025)

AI for data generation in education: Towards learning and teaching support at scale
par: Mohammad Khalil, et autres
Publié: (2025)

Human– AI collaborative learning in mixed reality: Examining the cognitive and socio‐emotional interactions
par: Belle Dang, et autres
Publié: (2025)

Enhancing online learning outcomes through virtual companion AI : The role of identity anthropomorphism
par: Tiansheng Xia, et autres
Publié: (2026)

From recorded to AI ‐generated instructional videos: A comparison of learning performance and experience
par: Tao Xu, et autres
Publié: (2024)

Generative AI and multimodal data for educational feedback: Insights from embodied math learning
par: Giulia Cosentino, et autres
Publié: (2025)

A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway
par: Hyunkyung Chee, et autres
Publié: (2024)

Human‐ AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners
par: Justin Edwards, et autres
Publié: (2024)